CONTENTS

Introduction 3
Role of teachers
Professional standards for teachers 3
Teacher quality in the Philippines 4
Career Stages 7

Professional Standards for Teachers 9

Glossary of Terms 24

The Philippine Professional Standards for Teachers was developed through the
Research Center for Teacher Quality (RCTQ)
with support from the Australian Government.

© 2017. Department of Education - Teacher Education Council.

INTRODUCTION

Role of teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines
can develop holistic learners who are steeped in values, equipped with 21st century
skills, and able to propel the country to development and progress. This is in
consonance with the Department of Education vision of producing: “Filipinos who
passionately love their country and whose values and competencies enable them to
realize their full potential and contribute meaningfully to building the nation” (DepEd
Order No. 36, s. 2013).

Evidence show unequivocally that good teachers are vital to raising student
achievement, i.e., quality learning is contingent upon quality teaching. Hence,
enhancing teacher quality becomes of utmost importance for long-term and sustainable
nation building.

The changes brought about by various national and global frameworks such as the K to
12 Reform and the ASEAN integration, globalization, and the changing character of
the 21st century learners necessitate improvement and adaptability of education, and a
call for the rethinking of the current teacher standards.
Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms through a
number of initiatives. As a framework of teacher quality, the National Competency-
Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum
Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the
implementation of the Basic Education Sector Reform Agenda (BESRA) and was
facilitated by drawing on the learning considerations of programs, such as the Basic
Education Assistance for Mindanao (BEAM), the Strengthening Implementation of
Visayas Education (STRIVE) project and the Third Elementary Education Project
(TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines. The reform process warrants an equivalent supportive
focus on teacher quality – high quality teachers who are properly equipped and prepared
to assume the roles and functions of a K to 12 teachers.

The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education to in-
service training. It articulates what constitutes teacher quality in the K to 12 Reform
through well-defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and value to achieve
competence, improved student learning outcomes, and eventually quality education. It
is founded on teaching philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The professional standards, therefore, become
a public statement of professional accountability that can help teachers reflect on and
assess their own practices as they aspire for personal growth and professional
development.

Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards allow
for teachers’ growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by teachers to be
effective in the 21st Century in the Philippines. Quality teachers in the Philippines need
to possess the following characteristics:
▪ recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and
 principles of teaching and learning. They apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge
and current research. They display proficiency in Mother Tongue,
Filipino and English to facilitate the teaching and learning process, as
well as exhibit the needed skills in the use of communication
strategies, teaching strategies and technologies to promote high-
quality learning outcomes.
▪ provide learning environments that are safe, secure, fair and supportive
in order to promote learner responsibility and achievement. They create
an environment that is learning-focused and they efficiently manage
learner behavior in a physical and virtual space. They utilize a range
of resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
▪ establish learning environments that are responsive to learner
diversity. They respect learners’ diverse characteristics and
experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and
global environment.
▪ interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to
learners and based on the principles of effective teaching and learning.
They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and
sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner
participation, understanding and achievement.
▪ apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and
achievement. They use assessment data in a variety of ways to inform
and enhance the teaching and learning process and programs. They
provide learners with the necessary feedback about learning outcomes
that informs the reporting cycle and enables teachers to select, organize
and use sound assessment processes.
▪ establish school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in
the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other key stakeholders.
They understand and fulfill their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships
with learners, parents, schools and the wider community.
▪ value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold
the dignity of teaching such as caring attitude, respect and integrity.
They value personal and professional reflection and learning to
improve their practice. They assume responsibility for personal growth
and professional development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious
backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies

3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs

Domain 6, Community Linkages and Professional Engagement, consists of four

strands:
1. Establishment of learning environments that are responsive to
community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career stages

Teacher professional development happens in a continuum from beginning to exemplary

practice. Anchored on the principle of lifelong learning, the set of professional standards
for teachers recognizes the significance of a standards framework that articulates
developmental progression as teachers develop, refine their practice and respond to the
complexities of educational reforms.

The following statements, which define the work of teachers at different career stages,
make explicit the elements of high-quality teaching for the 21st century. They comprise
descriptors that have been informed by teachers’ understandings of what is required at
each of the four Career Stages. The descriptors represent a continuum of development
within the profession by providing a basis for attracting, preparing, developing and
supporting teachers.

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for
entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and pedagogy.
They possess the requisite knowledge, skills and values that support the teaching and
learning process. They manage learning programs and have strategies that promote
learning based on the learning needs of their students. They seek advice from
experienced colleagues to consolidate their teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the

application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They display
skills in planning, implementing, and managing learning programs. They actively
engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners who
continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Proficient Highly Proficient Distinguished
Teachers Teachers Teachers
Beginning Teachers
Teachers have
gained the
qualifications
recognized for
entry into the
teaching
profession.
Proficient Distinguished
They have a Teachers are Highly Teachers embody
strong professionally Proficient the highest
understanding of independent in Teachers standard for
the the application consistently teaching grounded
subjects/areas in of skills display a high in global best
which they are vital to the level of practices.
trained in terms teaching and performance in
of content learning process. their
knowledge and teaching practice.
pedagogy.

They possess
the requisite
knowledge,
skills and values
that support the
teaching and
learning process.
They manage
learning programs
and have strategies
that promote
learning based on
the learning needs
of their students.

They seek advice

from experienced
colleagues to
consolidate their
teaching practice.
They exhibit
They provide They manifest exceptional
focused an in- depth and capacity to
teaching sophisticated improve their
programs that understanding own teaching
meet curriculum of the teaching practice and that
and and learning of others.
assessment process.
requirements. They are
They have high recognized as
They display education- leaders in
skills in focused education,
planning, situation contributors to
implementing cognition, are the profession
and managing more adept in and initiators of
learning problem solving collaborations
programs. and optimize and
opportunities partnerships.
They actively gained
engage in from experience. They create
collaborative lifelong
learning with They provide impact in the
the professional support and lives of
community and mentoring to colleagues,
other colleagues in their students and
stakeholders for professional others.
mutual growth development, as
and well as work They
advancement. collaboratively consistently
with them to seek
They are enhance the professional
reflective learning and advancement
practitioners practice potential and
who continually of their colleagues. relevance in
consolidate the pursuit of teaching
knowledge, They continually quality and
skills and excellence.
 practices of seek to develop
Career Stage 1 their They exhibit
teachers professional commitment to
knowledge and inspire the
practice by education
reflecting on their community and
own needs, and stakeholders for the
those of improvement of
their colleagues education
and provision in the
students. Philippines

Career Stage 3 or Highly Proficient Teachers consistently display a high level of

performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-focused
situation cognition, are more adept in problem solving and optimize opportunities
gained from experience. Career Stage 3 Teachers work collaboratively with colleagues
and provide them support and mentoring to enhance their learning and practice. They
continually seek to develop their professional knowledge and practice by reflecting on
their own needs, and those of their colleagues and students.

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching
grounded in global best practices. They exhibit exceptional capacity to improve their
own teaching practice and that of others. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships. They
create lifelong impact in the lives of colleagues, students and others. They consistently
seek professional advancement and relevance in pursuit of teaching quality and
excellence. They exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the Philippines.

DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES

Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. It takes into
account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and
learning process, as well as needed skills in the use of communication strategies, teaching
strategies, and technologies to promote high quality learning outcomes.
Strands Beginning Proficient Highly Distinguished
Teachers Teachers Proficient Teachers
Teachers
1.1.2 Apply 1.1.4 Model
Strand 1.1 1.1.1 1.1.3 Model
Content Demonstrate knowledge of effective exemplary practice
knowledge and content content within applications of to improve the
its application knowledge and and across content applications of
within and across its application curriculum knowledge content knowledge
curriculum within and/or teaching areas. within and within and across
areas across across curriculum
curriculum curriculum teaching areas.
teaching areas. teaching areas.
1.2.2 Use
Strand 1.2 1.2.1 1.2.3
research- 1.2.4 Lead
Demonstrate Collaborate
Research-based based colleagues in the
an with
knowledge and knowledge and advancement of
understanding colleagues in
principles of principles of the art and science
of the conduct
teaching and teaching and of teaching based
research-based and
learning learning to on their
knowledge and application of
enhance comprehensive
principles of research to
professional knowledge of
teaching and enrich
practice. research and
learning. knowledge of
pedagogy.
content and
pedagogy.
1.3.1 Show 1.3.2 Ensure
Strand 1.3 1.3.4 Mentor
skills in the the positive 1.3.3 Promote
Positive use of colleagues in the
positive use of use of ICT to effective
ICT implementation of
ICT to facilitate the strategies in
facilitate the teaching and the positive policies to ensure
teaching and learning use of ICT to the positive use of
learning process. facilitate the ICT within or
process. teaching and beyond the
learning school.
process.
1.4.1
Strand 1.4 1.4.2 Use a 1.4.3 Evaluate 1.4.4 Model a
Demonstrate
range of with comprehensive
Strategies for knowledge of
teaching colleagues the selection of
promoting teaching
strategies that effectiveness effective teaching
literacy and strategies that
enhance of teaching strategies that
numeracy promote
learner strategies that promote learner
literacy and
achievement in promote achievement in
numeracy
literacy and learner literacy and
skills.
numeracy achievement in numeracy.
skills. literacy and
numeracy.
Strand 1.5 1.5.1 Apply 1.5.2 Apply a 1.5.3 Develop 1.5.4 Lead
Strategies for teaching range of and apply colleagues in
developing strategies that teaching effective reviewing,
critical and develop strategies to teaching modifying and
creative critical and develop strategies to expanding their
creative critical and promote range of teaching
thinking, as well
thinking, critical and strategies that
as other higher- creative
order thinking and/or other thinking, as creative promote critical
skills higher-order well as other and creative
thinking, as
thinking skills. higher- order thinking, as well as
well as other
thinking skills. other higher-order
higher-order
thinking skills. thinking skills.
Strand 1.6 1.6.1 Use 1.6.2 Display 1.6.3 Model 1.6.4 Show
Mother Tongue, Mother proficient use and support exemplary skills in
Filipino and Tongue, of colleagues in and advocate the
Filipino and the proficient use of Mother
English in Mother
English to use of Mother Tongue, Filipino
teaching and Tongue,
facilitate Tongue, and
learning Filipino and
teaching and Filipino and English in teaching
English to
learning. English to and learning to
facilitate
improve facilitate
teaching and
teaching and the learners’
learning.
learning, as language, cognitive
well as to and academic
develop the development and
learners’ pride to foster pride of
of their language,
their language, heritage and
heritage and culture.
culture.
Strand 1.7 1.7.1 1.7.2 Use 1.7.3 Display a 1.7.4 Exhibit
Classroom Demonstrate effective wide range of exemplary practice
an verbal and effective in the use of
communication understanding non-verbal verbal and effective verbal
strategies of the range of classroom non- verbal and non-verbal
verbal and communication classroom classroom
non- verbal strategies to communication communication
classroom support learner strategies to strategies to
communication understanding, support learner support learner
strategies that participation, understanding, understanding,
support learner participation, participation,
engagement
understanding, engagement and
and engagement
participation, achievement in
achievement. and
engagement different learning
achievement.
and
contexts.
achievement.
Domain 2. Learning Environment
Domain 2 highlights the role of teachers to provide learning environments that are safe, secure,
fair and supportive in order to promote learner responsibility and achievement. This Domain
centers on creating an environment that is learning-focused and in which teachers efficiently
manage learner behavior in a physical and virtual space. It highlights the need for teachers to
utilize a range of resources and provide intellectually challenging and stimulating activities to
encourage constructive classroom interactions geared towards the attainment of high standards of
learning.

Highly Proficient Distinguished

Strands Beginning Proficient Teachers
Teachers Teachers
Teachers
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish safe 2.1.3 Exhibit 2.1.4 Apply
and effective
Learner safety knowledge of secure learning strategies that comprehensive
and policies, ensure
security guidelines and environments to safe and secure knowledge of and
enhance learning
procedures that learning through the environments to act as a resource
provide enhance
safe and secure consistent learning through the person for, policies,
learning
environments. implementation of consistent guidelines and
policies, guidelines implementation of procedures that
and
procedures. policies, guidelines relate to the
and
procedures. implementation of
safe and secure
learning
environments for
learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and
learning effective
Fair learning understanding of environments that practices to foster facilitate the use of
learning
environment environments that promote fairness, learning effective practices
respect environments
promote fairness, and care to that promote to foster learning
respect encourage fairness,
and care to learning. respect and care to environments that
encourage
learning. encourage learning. promote fairness,
respect and care to
encourage
learning.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model
classroom
Management knowledge of structure to engage colleagues to model exemplary
of managing and
classroom classroom learners, share effective practices in the
structure that individually or in
structure and engages learners, groups, in techniques in the management of
meaningful
activities individually or in exploration, management of classroom
groups, discovery
in meaningful and hands-on classroom structure structure and
activities to
exploration, within a range of engage learners, activities, and lead
discovery physical
and hands-on learning individually or in colleagues at the
activities environments. groups,
within the in meaningful whole-school level
available
physical learning exploration, to review and
discovery
environments. and hands-on evaluate their
activities
within a range of practices.
physical
learning
environments.
Strand 2.4 2.4.1
2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate
Support for Demonstrate
supportive colleagues to processes to review
learner understanding
learning share the effectiveness of
participation of supportive
environments that successful the school’s
learning
nurture and strategies that learning
environments
inspire learners to sustain supportive environment to
that nurture and
participate, learning nurture and inspire
inspire learner
cooperate and environments that learner
participation.
collaborate in nurture and participation.
continued inspire learners to
learning. participate,
cooperate and
collaborate in
continued
learning.
Strand 2.5 2.5.1
2.5.2 Apply a 2.5.3 Model 2.5.4 Lead and
Promotion Demonstrate
range of successful empower
of purposive knowledge of
successful strategies and colleagues in
learning learning
strategies that support promoting learning
environments
maintain learning colleagues in environments that
that motivate
environments that promoting effectively motivate
learners to work
motivate learners learning learners to achieve
productively by
to work environments that quality outcomes
assuming
productively by effectively by assuming
responsibility
assuming motivate learners responsibility for
for their own
responsibility for to work their own learning.
learning.
 their own productively by
learning. assuming
responsibility for
their own
learning.
2.6.2 Manage
Strand 2.6 2.6.1 2.6.3 Exhibit 2.6.4 Provide
learner behavior
Management Demonstrate effective and leadership in
constructively by applying a wide
of knowledge of constructive
applying positive range of
learner positive behavior
and non-violent strategies in the
behavior and non-violent management
discipline to
discipline in the skills by applying implementation of
ensure learning
management of positive and positive and non-
focused
learner non-violent violent discipline
environments.
behavior. discipline to policies/procedures
ensure learning to ensure learning-
focused focused
environments. environments.

Domain 3. Diversity of Learners

Domain 3 emphasizes the central role of teachers in establishing learning environments that are
responsive to learner diversity. This Domain underscores the importance of teachers’
knowledge and understanding of, as well as respect for, learners’ diverse characteristics and
experiences as inputs to the planning and design of learning opportunities. It encourages the
celebration of diversity in the classrooms and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and
global environment.
Highly Proficient Distinguished
Strand Beginning Proficient Teachers Teachers
Teachers Teachers
3.1.1 3.1.2 Use 3.1.3 Work with 3.1.4 Lead
3.1 Demonstrate differentiated, colleagues to share colleagues to
Learners’ knowledge and developmentally differentiated, evaluate
gender, understanding appropriate developmentally differentiated
needs, of learning appropriate strategies to
strengths, differentiated experiences to opportunities to enrich
interests and teaching to suit address learners’ address learners’ teaching practices
experiences the gender, needs, differences in that address
learners’ strengths, gender, learners’
gender, interests needs, strengths, differences
needs, and experiences. interests and in gender, needs,
strengths, experiences. strengths,
interests and interests
experiences. and experiences.

Strand 3.2 3.2.1 3.2.2 Establish a 3.2.3 Exhibit a 3.2.4 Model

Learners’ Implement learner-centered learner- centered exemplary
linguistic, culture by using culture that teaching
cultural, teaching teaching promotes success practices that
socio- strategies strategies that by using effective recognize and
economic that are respond teaching strategies affirm
and responsive to to their linguistic, that respond to diverse linguistic,
religious the learners’ cultural, socio- their cultural,
backgrounds linguistic, economic and linguistic, cultural, socioeconomic
cultural, religious socioeconomic and and
socio- backgrounds. religious religious
economic and backgrounds. backgrounds to
religious promote learner
backgrounds. success.

Strand 3.3 3.3.1 Use 3.3.2 Design, 3.3.3 Assist 3.3.4 Lead
Learners with strategies adapt colleagues colleagues in
disabilities, responsive to and implement to design, adapt designing,
giftedness learners teaching and adapting
and with strategies implement teaching and implementing
talents disabilities, that are strategies that are teaching
giftedness and responsive to responsive to strategies
talents. learners with learners that are
disabilities, with disabilities, responsive
giftedness giftedness and to learners with
and talents. talents. disabilities,
giftedness and
talents.
Strand 3.4 3.4.1 3.4.2 Plan and 3.4.3 Evaluate with 3.4.4 Model a
Learners in Demonstrate deliver teaching colleagues teaching range of high-
difficult understanding strategies that are strategies that are level skills
circumstances of the special responsive to the responsive to the responsive to the
educational special special educational special
needs of educational needs needs of learners in educational needs
learners in of learners in difficult of learners in
difficult difficult circumstances, difficult
circumstances, circumstances, including: circumstances,
including: including geographic including:
geographic geographic isolation; chronic geographic
isolation; isolation; chronic illness; isolation; chronic
chronic illness; displacement due to illness;
illness; displacement due armed conflict, displacement due
displacement to armed conflict, urban resettlement to armed conflict,
due to armed urban resettlement or disasters; child urban
conflict, urban or disasters; child abuse and child resettlement or
resettlement or abuse and child labor practices. disasters; child
disasters; child labor practices. abuse and child
abuse and child labor practices.
labor
practices.
Strand 3.5 3.5.1 3.5.2 Adapt and 3.5.3 Develop and 3.5.4 Show
Learners from Demonstrate use apply teaching comprehensive
indigenous knowledge of culturally strategies to address skills in
groups teaching appropriate effectively the delivering
strategies that teaching strategies needs of learners culturally
are inclusive of to address the from appropriate
learners from needs of learners indigenous groups. teaching strategies
indigenous from to address
groups. indigenous effectively the
groups. needs of learners
from
indigenous
groups.

Domain 4. Curriculum and Planning

Domain 4 addresses teachers’ knowledge of and interaction with the national and local
curriculum requirements. This Domain encompasses their ability to translate curriculum
content into learning activities that are relevant to learners and based on the principles of
effective teaching and learning. It expects teachers to apply their professional knowledge to
plan and design, individually or in collaboration with colleagues, well- structured and
sequenced lessons. These lesson sequences and associated learning programs should be
contextually relevant, responsive to learners’ needs and incorporate a range of teaching and
learning resources. The Domain expects teachers to communicate learning goals to support
learner participation, understanding and achievement.

Strands Beginning Proficient Highly Distinguished

Teachers Teachers Proficient Teachers
Teachers
Strand 4.1 4.1.1 Prepare .4.1.2 Plan, 4.1.3 Develop 4.1.4 Model
Planning and developmentally manage and exemplary
management sequenced and implement apply practice
of teaching developmentally effective and lead
teaching and and learning sequenced strategies colleagues in
learning process teaching in the planning enhancing current
process to meet and learning and practices in the
curriculum process to meet management of planning and
requirements. curriculum developmentally management of
requirements and sequenced developmentally
varied teaching teaching sequenced
contexts. and learning teaching
process to meet and learning
curriculum process.
requirements and
varied teaching
contexts.

Strand 4.2 4.2.1 Identify 4.2.2 Set 4.2.3 Model to 4.2.4 Exhibit
Learning learning achievable colleagues the high-level
outcomes outcomes that and appropriate setting of skills and lead in
aligned with are learning achievable and setting achievable
learning outcomes and
competencies aligned with that are aligned challenging challenging
learning with learning learning learning
competencies. competencies outcomes that are outcomes that are
aligned with aligned with
learning learning
competencies to competencies
cultivate a culture towards
of the cultivation of
excellence for all a
learners. culture of
excellence
for all.

Strand 4.3 4.3.1 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide
Relevance and Demonstrate implement collaboratively advice in the
responsiveness knowledge in learning with design and
of the programs that colleagues to implementation of
learning implementation ensure relevance evaluate the relevant and
programs of and design responsive
relevant and responsiveness of learning learning programs
responsive to the needs of programs that that develop the
learning all develop the knowledge and
programs. learners. knowledge and skills of learners
skills of learners at
at different ability different ability
levels. levels.

Strand 4.4 4.4.1 Seek 4.4.2 Participate 4.4.3 Review 4.4.4 Lead
Professional advice in collegial with colleagues,colleagues in
collaboration concerning discussions that teacher and professional
to enrich strategies that use teacher and learner discussions to
teaching can enrich learner feedback to plan,
plan and
practice teaching feedback to facilitate, and implement
practice. enrich enrich teaching strategies that
. teaching practice. practice. enrich
teaching practice.
Strand 4.5 4.5.1 Show 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model
Teaching and skills in develop, organize guide colleagues exemplary skills
learning the selection, and use in and
resources development appropriate the selection, lead colleagues in
including ICT and use teaching and organization, the development
of a variety of learning development and and evaluation of
teaching and resources, use of appropriate teaching and
learning including ICT, to teaching and learning
resources, address learning learning resources,
including ICT, goals. resources, including
to address including ICT, to ICT, for use
learning goals address specific within and
learning goals. beyond the
school.
Domain 5. Assessment and Reporting
Domain 5 relates to processes associated with a variety of assessment tools and strategies used
by teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and
achievement. This Domain concerns the use of assessment data in a variety of ways to inform
and enhance the teaching and learning process and programs. It concerns teachers providing
learners with the necessary feedback about learning outcomes. This feedback informs the
reporting cycle and enables teachers to select, organize and use sound assessment processes.

Strands Beginning Proficient Highly Distinguished

Teachers Teachers Proficient Teachers
Teachers

Strand 5.1 5.1.1 5.1.2 Design, 5.1.3 Work 5.1.4 Lead

Design, Demonstrate select, organize collaboratively initiatives in the
selection, knowledge of and use with evaluation of
organization the diagnostic, colleagues to assessment
and design, formative and review the policies
utilization of selection, summative design, and guidelines that
assessment organization assessment selection, relate to the
strategies and strategies organization and design,
use of consistent with use of a range of selection,
diagnostic, curriculum effective organization and
formative and requirements. diagnostic, use of effective
summative formative and diagnostic,
assessment summative formative and
strategies assessment summative
consistent strategies assessment
with curriculum consistent with strategies
requirements curriculum consistent with
requirements. curriculum
requirements.

Strand 5.2 5.2.1 5.2.2 Monitor 5.2.3 Interpret 5.2.4 Provide

Monitoring and Demonstrate and evaluate collaboratively advice on, and
evaluation of knowledge of learner progress monitoring and mentor
learner progress monitoring and and evaluation colleagues in the
and evaluation of achievement strategies of effective analysis
achievement learner progress using learner attainment data to and use of learner
and attainment data. support learner attainment data.
achievement progress and
using achievement.
learner
attainment
data.
Strand 5.3 5.3.1 5.3.2 Use 5.3.3 Use 5.3.4 Exhibit
Demonstrate strategies for effective exemplary skills
knowledge of providing timely, strategies for and lead initiatives
Feedback to providing accurate and providing timely, to support
improve timely, constructive accurate and colleagues in
learning accurate and feedback to constructive applying
constructive improve learner feedback to strategies that
feedback to performance. encourage effectively provide
improve learner learners to reflect timely, accurate
performance. on and and constructive
improve their feedback to
own learning. learners to
improve learning
achievement.
Strand 5.4 5.4.1 5.4.2 5.4.3 Apply skills 5.4.4 Share with
Communication Demonstrate Communicate in the effective colleagues a wide
of learner familiarity with promptly and communication range of strategies
needs, progress a range of clearly the of learner needs, that ensure
and strategies for learners’ needs, progress and effective
achievement to communicating progress and achievement to communication of
key learner needs, achievement to key stakeholders, learner needs,
stakeholders progress and key stakeholders, including progress and
achievement. including parents/guardians. achievement to
parents/guardians. key stakeholders,
including
parents/guardians.
Strand 5.5 5.5.1 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead
Use of Demonstrate an assessment data collaboratively colleagues to
assessment data understanding to inform the with colleagues explore, design
to enhance of the role of modification of to and implement
teaching and assessment data teaching and analyze and effective practices
learning as feedback in learning practices utilize and programs
practices and teaching and and programs. assessment data using information
programs learning to modify derived from
practices and practices and assessment data.
programs. programs to
further support
learner progress
and achievement.

Domain 6. Community Linkages and Professional Engagement

Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at
enriching the learning environment, as well as the community’s engagement in the educative
process. This Domain expects teachers to identify and respond to opportunities that link teaching
and learning in the classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. It concerns the importance of teachers’ understanding
and fulfilling their obligations in upholding professional ethics, accountability and transparency
to promote professional and harmonious relationships with learners, parents, schools and the
wider community.
 Proficient
Strands Beginning Teachers Highly Distinguished
Teachers Proficient Teachers
Teachers

Strand 6.1 6.1.1 6.1.2 Maintain 6.1.3 Reflect on 6.1.4 Model

Establishment Demonstrate an learning and evaluate exemplary
of learning understanding of environments that learning practice and
environments knowledge of are responsive to environments that empower
that are learning community are responsive to colleagues to
responsive to environments contexts community establish and
community that contexts. maintain effective
contexts are responsive to learning
community environments that
contexts. are responsive to
community
contexts.

Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
Engagement of concerning relationships with colleagues to consolidating
parents and the strategies that parents/guardians strengthen networks
wider school build and the wider relationships with that strengthen
community in relationships school parents/guardians relationships with
the with community to and the wider parents/guardians
educative parents/guardians facilitate school and the wider
process and the wider involvement in community school
community. the educative to maximize their community to
process. involvement in maximize their
the educative involvement in
process. the educative
process.

Strand 6.3 6.3.1 6.3.2 Review 6.3.3 Discuss 6.3.4 Lead

Professional Demonstrate regularly personal with colleagues in the
ethics awareness of teaching practice colleagues regular review of
existing using existing teaching and existing codes,
laws and laws and learning practices laws and
regulations regulations that that apply regulations that
that apply to the apply to the existing apply to the
teaching teaching codes, laws and teaching
profession profession and the regulations that profession, and
and become responsibilities apply to the the
familiar specified in teaching responsibilities as
with the the Code of profession, and specified
responsibilities Ethics for the in the Code of
specified in the Professional responsibilities Ethics for
Code Teacher specified in the Professional
of Ethics for Code of Ethics Teachers.
Professional for Professional
Teachers. Teacher
Strand 6.4 6.4.1 6.4.2 Comply 6.4.3 Exhibit 6.4.4 Evaluate
School policies Demonstrate with commitment to existing school
and procedures knowledge and and implement and support policies
understanding of school policies teachers in the and procedures to
school policies and procedures implementation make them more
and consistently to of school policies responsive to the
procedures to foster and procedures to needs of the
foster harmonious foster learners, parents
harmonious relationships with harmonious and other
relationship with learners, parents, relationships with stakeholders.
the and other learners, parents
wider school stakeholders. and other
community. stakeholders.

Domain 7. Personal Growth and Professional Development

Domain 7 focuses on teachers’ personal growth and professional development. It accentuates
teachers’ proper and high personal regard for the profession by maintaining qualities that uphold
the dignity of teaching such as caring attitude, respect and integrity. This Domain values
personal and professional reflection and learning to improve practice. It recognizes the
importance of teachers’ assuming responsibility for personal growth and professional
development for lifelong learning.

Strands Beginning Proficient Highly Distinguished

Teachers Teachers Proficient Teachers
Teachers

Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a 7.1.3 Manifest a 7.1.4 Model a
Philosophy of personal personal learner learner-centered
teaching philosophy of philosophy of centered teaching teaching
teaching that is teaching that is philosophy in philosophy
learner-centered. learner-centered various through teaching
aspects of practices that
practice and stimulate
support colleagues to
colleagues in engage in further
enhancing their professional
own learning.
learner-centered
teaching
philosophy.

Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt 7.2.3 Identify and 7.2.4 Act as a role
Dignity of behaviors that practices utilize model and
teaching as uphold that uphold the personal advocate for
a profession the dignity of dignity of professional upholding the
teaching teaching as strengths to dignity of
as a profession by a profession by uphold the teaching
as a profession to
 exhibiting exhibiting dignity of build a positive
qualities qualities teaching as a teaching and
such as caring such as caring profession to help learning culture
attitude, attitude, respect build a within and
respect and and positive teaching beyond
integrity. integrity. and the school.
learning culture
within the
school.

Strand 7.3 7.3.1 Seek 7.3.2 Participate 7.3.3 Contribute 7.3.4 Take a
Professional opportunities to in actively leadership role in
links with establish professional to professional supporting
colleagues professional networks networks colleagues’
links with to share within and engagement with
colleagues. knowledge between professional
and to enhance schools to networks within
practice. improve and across
knowledge and to schools
enhance to advance
practice. knowledge and
practice in
identified areas of
need.
Strand 7.4 7.4.1 Demonstrate 7.4.2 Develop a 7.4.3 Initiate 7.4.4.
Professional an understanding personal professional Demonstrate
reflection and of how professional reflections and leadership within
learning to professional improvement promote learning and across school
improve reflection and plan based on opportunities contexts in
practice learning can be reflection of with colleagues to critically
used to improve one’s improve practice. evaluating
practice. practice and practice
ongoing and setting clearly
professional defined targets for
learning. professional
development.
Strand 7.5 7.5.1 Demonstrate 7.5.2 Set 7.5.3 Reflect on 7.5.4 Lead
Professional motivation to professional the reforms
development realize development Philippine in enhancing
goals professional goals Professional professional
development based on the Standards for development
goals Philippine Teachers to plan programs based
based on the Professional personal on an in-depth
Philippine Standards for professional knowledge and
Professional Teachers. development understanding of
Standards for goals and assist the Philippine
Teachers. colleagues Professional
in planning and Standards for
achieving Teachers.
their own goals.
 GLOSSARY OF TERMS

Assessment Data Learner data obtained from diagnostic, formative and/or

summative assessment practices
Classroom Structure The physical set-up of the learning environment which
generally includes the arrangement of chairs, tables, and other
equipment in the classroom designed to maximize learning
Content Knowledge Competencies that teachers are expected to master for them to
teach efficiently and effectively
Culturally appropriate Teaching strategies that respect cultural differences between
teaching strategies and among students and teachers
Curriculum Areas Different learning/subject areas taught and learned in the basic
education curriculum
Creative thinking skills Involve exploring ideas, generating possibilities and looking for
many right answers rather than just one.
Critical thinking skills Refer to the many kinds of intellectual skills that (in its most
basic expression) occurs when students are analyzing,
evaluating, interpreting, or synthesizing information and
applying creative thought to form an argument, solve a
problem, or reach a conclusion.
Developmentally Teaching and learning activities and tasks suited to the needs,
Appropriate Learning abilities, skills, and developmental level of learners
Experience
Diagnostic assessment Assesses what the learner already knows prior to instruction. It
also analyzes the nature of difficulties and misconceptions that
the learner might have, which, if undiagnosed, might affect
their learning of newer concepts. Based on DepEd Order No. 8,
s. 2015, there are only two types of classroom assessment,
namely, formative and summative. Formative assessment
already covers diagnostic assessment.
Differentiated Teaching Teaching-learning processes involving a wide variety of texts,
tasks, processes and products suited to the various learning
needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices
defined by specific strands in the set of professional standards
for teachers
Formative assessment Refers to a wide variety of methods that teachers use to conduct
in- process evaluations of student comprehension, learning
needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that
students are struggling to understand, skills they are having
difficulty acquiring, or learning standards they have not yet
achieved so that adjustments can be made to lessons,
instructional techniques, and academic support. (Please also
refer to DepED Order No. 8, s. 2015, p. 2 on its
3-paragraph definition.)
Higher Order Thinking Complex thinking processes which include logical and critical
Skills analysis, evaluation and synthesis thinking that enable
individuals to reflect, solve problems and create
products/solutions
Indicators Concrete, observable and measurable teacher
behaviors/practices covered in every strand in the set of
professional standards for teachers
Indigenous groups People who have, under claims of ownership since time
immemorial, occupied, possessed and utilized ancestral
territories, shared common bonds of language, customs,
traditions, and other unique cultural traits (RA 8371: IPRA)
Learner Attainment Data Evidence of learning, progress or achievement in learner
performance reflected in various assessment results, portfolios,
class records and report cards
Learner interests Pertain to student’s personal preferences, likes or dislikes, which
must be considered in the teaching learning process. The first
step to differentiate for interests is to find out what learner care
about and like to do.
Learner needs Refer to an observable gap between the learner's present
knowledge or competence and the curriculum standards
identified as necessary for the grade level.
Learner strengths Refer to the learner's present knowledge or competence that
helps him/her in meeting the standards identified.
Learning experiences Refer to any interaction, course, program, or other involvement
in which learning takes place, whether it occurs in traditional
academic settings (schools, classrooms) or nontraditional
settings (outside-of- school locations, outdoor environments),
or whether it includes traditional educational interactions
(students learning from teachers and professors) or
nontraditional interactions (students learning through games
and interactive software applications).
Learning Focused Instructional and assessment strategies that target meaningful
learning
Learning goals Reflect long-term objectives to learn new skills, master new
tasks, or understand new things. They refer to specific
knowledge, skills,
attitudes and values stated as curriculum competencies that
children
must develop as a result of the teaching-learning process
Learning Outcomes Products and performance targets through which students
demonstrate the knowledge, skills and attitudes they have
learned
Learning Programs Organized and sequenced set of strategies, activities and tasks
that effect learning
Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which
learners learn from instruction
Local curriculum Educational curriculum content that is informed by and
responsive to the “cultural and socioeconomic realities”
(UNESCO, 2012; 31) of local populations in order to engage
students in the learning process
Mother tongue The native language or the first language the learner learns as a
child
National curriculum Subjects or topics taught in schools as prescribed by the
Department of Education
Non-verbal communication Communication that does not involve the use of words, e.g.,
strategies facial expressions, gestures, and tone of voice
Non-violent discipline A form of discipline that avoids the use of punishment such as
spanking, verbal abuse and humiliation (see
Positive discipline)
Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope with
everyday life
Philosophy of teaching Teachers’ views, understandings and conceptualization of
teaching and learning
Physical space/physical Any area conducive to learning which usually includes a safe
learning environment classroom with appropriate devices for teaching and learning
Positive discipline Non-violent, respectful and diplomatic means of disciplining a
learner or managing learner behavior through dialogue and
counseling instead of punishment (see Non-violent discipline)
Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and
reinforce learning
Professional collaboration Teachers working together with colleagues and other
stakeholders to enrich the teaching-learning practice
Professional learning Something most teachers and educators do every day, as they
reflect on their professional practice, work together and share
ideas, and strive to improve learner outcomes.
Professional network Refers to the connected community of educators, which may
also be an online community like LinkedIn among others. This
is a vibrant, ever-changing group of connections to which
teachers go to share and learn. These groups reflect their
values, passions, and areas of
expertise.
Professional reflection Refers to the teacher’s capacity to reflect in action (while
teaching) and on action (after teaching), which is an important
feature of professional development program for teachers.
Professional standards for Public document that defines teacher quality through well-
teachers defined domains, strands, and indicators that provide measures
of professional learning, competent practice, and effective
engagement
Purposive learning Knowledge and skills acquisition designed with a clear
purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic
investigation and logical study
School/learning/community See learning context
context
Strand More specific dimensions of teacher practice under every
domain in the set of professional standards for teachers
Summative assessment Used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined
instructional period typically at the end of a project, unit,
quarter, semester, program, or school year. (Please also refer to
DepEd Order No. 8, s. 2015, pp. 2-3 for additional description
of summative assessment.)
Teaching and learning Teaching aids and other materials that teachers use not only
resources to enhance teaching and learning but also to assist learners to
meet the expectations for learning as defined by the curriculum.
Verbal communication Oral or spoken means of transmitting information and meaning
strategies
Virtual space The online environment like the social media where people can
interact
Wider school community Refers to both internal and external stakeholders

DEPARTMENT OF EDUCATION
DepEd Complex
Meralco Ave., Pasig City

TEACHER EDUCATION COUNCIL

Rooms 22-8229Mabini Bldg.,
DepEd Complex, Meralco Ave., Pasig City
(T) 638-61-70
(F) 638-61-72